Does ethnicity explain functioning in group counseling? The case of Arab and Jewish counseling trainees in Israel.

This study compared the functioning in group counseling of two ethnic groups--Arab and Jews in Israel. All participants were counseling trainees in a university program, led by one group leader. Variables included self-disclosure, goals for therapy, client behavior, and therapeutic factors, measured repeatedly (at least twice), either through questionnaires or through analyses of transcribed sessions. Statistical analyses were performed by means of a hierarchical model (mixed), with the individual nested within the small group and the ethnic cohort. In contrast to our expectations, results indicated more similarities than differences between the two cohorts. Moreover, Arab trainees intended to disclose more in group and actually did (based on a questionnaire) compared with their Jewish counterparts. On the Client Behavior Scale (C. E. Hill & K. O'Brien, 1999) there were a few differences revealed: Arab trainees displayed more simple responses, more cognitive exploration, and less resistance, insight, and therapeutic change. Two differences were revealed also on the therapeutic factors. The discussion cautions against unnecessary modifications made in interventions with different cultural groups in counseling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training related changes in the ways that group trainees structure their knowledge of group counseling leader interventions.

Pathfinder Network Analyses (Schvaneveldt, 1990) was used to examine changes and convergence in the knowledge structure of group counseling interventions, for 33 group counseling trainees and three experienced group therapists. The similarity of each pair of 19 group interventions was obtained by examining the co-occurrence of these interventions across 21 situations depicted in the Group Therapy Questionnaire (GTQ; Wile, Brown, & Pollack, 1970). The Pathfinder analyses of these similarity matrices were used to infer the knowledge structure of group counseling interventions of the trainees (pre and post group practicum class) and the three experienced group therapists. Analyses of the structural features of the pre- and post-training knowledge structures suggested that prior to the practicum class, novice group counselors’ knowledge structures were linear and simplistic and contained fewer circular patterns among the interventions compared with the knowledge structures of the experienced group therapists. As hypothesized the novices’ maps became more complex, hierarchical, evidenced more circular patterns, and were more similar to the experienced therapist’s knowledge structure after the practicum class. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of observer ratings of multicultural counseling competence in Black, Latino, and White American trainees.

Using transcribed intake sessions of 52 counselor–client dyads, this study explored the relative contributions of (a) counselor and client race or ethnicity, (b) counselor–client racial or ethnic match, (c) previous academic training in multicultural counseling, and (d) self-reported multicultural counseling competence to observer ratings of trainees' multicultural counseling competence. Results revealed that (a) Black American and Latino American counselor trainees were rated as more multiculturally competent than their White American peers, and (b) prior multicultural training was positively predictive of observer-rated multicultural counseling competence. Implications of the findings for counselor training and practice are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical and counseling supervision references: Trends and needs.

W. N. Robiner and W. Schofield (1990) presented an article compiling the then current literature on supervision in clinical and counseling psychology. As the arena of health-care delivery has changed, so have training and supervision practices. Supervision had been one of the top 5 activities of psychologists (W. N. Robiner & W. Schofield, 1990), and an important change occurred when the American Psychological Association's Committee on Accreditation (APA, 1996, 2000) included supervision as one of the central domains of training. In this article, the authors address updated issues in supervision such as the call for empirically supported treatments, brief therapy models, and changing ethics in an environment influenced by cost containment. The references listed in the Appendix are from the literature between 1990 and 2000. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race/ethnicity, color-blind racial attitudes, and multicultural counseling competence: The moderating effects of multicultural counseling training.

Increasing trainees' multicultural counseling competence (MCC) has been a hot topic in counseling. Scholars have identified predictors (e.g., race/ethnicity, color-blindness) of MCC, and educators provide multicultural training for trainees. Using a sample of 370 psychology trainees, this study examined whether multicultural training (a) moderated racial/ethnic differences on MCC and (b) changed the relationship between color-blindness and MCC. Results indicated a significant interaction effect of race/ethnicity (i.e., White vs. ethnic minority) and multicultural training on multicultural awareness, but not on multicultural knowledge. Specifically, at lower levels of training, racial/ethnic minority trainees had significantly higher multicultural awareness than their White counterparts; at higher levels of training, no significant difference was found. Described differently, more training significantly enhanced Whites' multicultural awareness, but did not enhance racial/ethnic minority trainees' awareness. Additionally, there was a significant interaction effect of color-blindness and multicultural training on multicultural knowledge, but not on multicultural awareness. The association between color-blindness and multicultural knowledge was stronger at higher levels of multicultural training than at lower levels of training. Alternatively, the effect of training on enhancing knowledge was stronger for those with lower color-blindness than for those with higher color-blindness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using client feedback in psychotherapy training: An analysis of its influence on supervision and counselor self-efficacy.

Tracking client outcome and the therapeutic relationship across treatment (i.e., client feedback) has become a recommended practice for clinicians. This study investigated whether the utility of this practice would extend to trainees if the data gained from clients was provided to their supervisor for use within supervision. Trainees (N = 28) were assigned to a continuous feedback condition or no-feedback condition for 1 academic year. Results indicated that trainees in both conditions demonstrated better client outcomes at the end of their practicum training than at the beginning, but those in the feedback condition improved more. However, those in the feedback condition did not rate the supervisory alliance or satisfaction with the supervision process differently. The relationship between counselor self-efficacy and outcome was stronger for trainees in the feedback condition than for those in the no-feedback condition, perhaps indicating that feedback may facilitate a more accurate assessment of one’s skills. Implications of how counseling self-efficacy, the supervisory alliance, and satisfaction with supervision are related to effective supervision are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A contextual behavioral approach to the role of emotion in psychotherapy supervision.

As behavior therapy expands to address problems related to private events, appropriate methods of supervision must be developed to train individuals to work with the full range of human experience, using a behavioral model. The authors suggest that therapists’ in-session emotions are an important source of information about the impact of clients’ behavior on others. Contextual behavior therapists may enhance their effectiveness in meeting clients’ needs by attending to the therapist’s own emotional responses. This paper provides a contextual behavioral rationale for including a focus on emotion in supervision, with a four-phase model for shaping early trainees’ ability to use their emotional reactions to facilitate therapy in a coherent manner. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Arab and Israeli counseling trainees: A comparison of ethnically homogeneous and heterogeneous groups.

The study compared Arab and Jewish trainees in ethnically homogeneous and heterogeneous groups, in 1 counselor training program in Israel. The 60 participants were divided into 4 conditions: Jewish trainees in homogeneous and heterogeneous groups (n=15 in each), and Arab trainees in homogeneous and heterogeneous groups (n=15 in each). Functioning in the group was measured through group climate (engagement, conflict, and avoidance), group intimacy, self-disclosure, and regret of disclosure. Results indicated cultural differences only on self-disclosure, with Arabs scoring lower than Jews on several dimensions. Group composition differences were mainly indicated on the climate measure, with higher scores in the heterogeneous group on conflict and avoidance, and lower scores on regret of feeling exposure. Culture-by-group interactions were found for engagement, self-disclosure, and regret after disclosure about self, with Arabs in heterogeneous groups scoring higher on the first 2 and lower on the third. These results recommend placing Arab trainees in heterogeneous groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abusive supervision and subordinates' organizational citizenship behavior.

The relationship between subordinates' perceptions of abusive supervision and supervisors' evaluations of subordinates' organizational citizenship behavior (OCB) was explored among a sample of 373 Air National Guard members and their military supervisors. As predicted, the relationship between abusive supervision and subordinates' OCB was stronger among subordinates who defined OCB as extra-role behavior (compared with those defining OCB as in-role behavior), and this effect was fully mediated by the interactive effect of procedural justice and OCB role definitions. The study's implications for theory and research are discussed, its limitations are identified, and directions for future research are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commentaries on the ethical and effective practice of clinical supervision.

Every psychologist participates in clinical supervision during various aspects of his or her training. Many psychologists also provide supervision to less experienced colleagues and to those in training. But what makes for an effective and competent supervisor? Psychologists need to know because substandard or ineffective clinical supervision may have far-reaching consequences for the developing professional and for those he or she treats. This contribution provides key information on clinical supervision and related competence issues. A number of questions are raised that must be addressed by individual psychologists and the profession alike. Then, 3 invited expert commentaries are offered to address these issues, further this important discussion, and attempt to answer the challenging questions raised. Attention to the issues raised and recommendations made will hopefully lead to enhanced clinical competence and effectiveness by clinical supervisors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in the ways that group trainees structure their knowledge of group members with training.

Multidimensional scaling (MDS) and Pathfinder were used to examine changes in the knowledge structures of 9 group therapy trainees, and to examine convergence in the trainees' knowledge structures with one experienced group leader. Participants (experienced group therapist and group therapy trainees) judged the similarity of each pair of group members in an ongoing interpersonal process group early and late in a semester of group therapy training. As in previous research, MDS and Pathfinder analyses of these similarity judgments were used to infer the cognitive structure of the trainees and of the experienced group leader. These analyses suggested that (a) the dimensions used by the trainees to conceptualize group members increased in complexity with training, and (b) trainees' knowledge structures became more similar to the experienced leader's knowledge structure with training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment style as a predictor of behavior in group counseling with preadolescents.

This study investigated the role that attachment style plays in preadolescent behavior in group counseling. The study population consisted of 77 preadolescents referred to counseling services in their schools in Israel. They were treated in 11 small counseling groups led by novice counselors. Variables included self-disclosure, client behavior in therapy, and responsiveness to other group members--all assessed based on transcribed sessions. Participants also completed attachment questionnaires. The analyses were performed with hierarchical modeling (mixed) nesting individuals within groups. Results indicated differences on all dependent variables among the three attachment styles: secure, preoccupied, and avoidant. Secure adolescents showed the highest rates of self-disclosure, productive client behavior, and responsiveness to others, whereas avoidant participants showed the lowest scores on all measures. Gender, age, and group size showed little effect. The discussion focuses on implications for group therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy trainees' experience of counterproductive events in supervision.

The authors conducted interviews with 13 psychotherapy trainees about a counterproductive event that occurred in individual supervision, which was defined as any experience that was hindering, unhelpful, or harmful in relation to the trainee's growth as a therapist. A qualitative analysis revealed that trainees typically attributed their experiences of counterproductive events to their supervisors dismissing their thoughts and feelings. All trainees experienced a negative interaction with their supervisors following the counteractive event, yet most did not believe their supervisors were aware of the event's counterproductive nature. All trainees believed the counterproductive event weakened the supervisory relationship and led to a change in the way they approached their supervisors. Although trainees typically thought the counterproductive events negatively affected their work with clients, most did not disclose their counterproductive experience with their supervisors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Thirteen supervisees' of color and 13 European American supervisees' experiences of culturally responsive and unresponsive cross-cultural supervision were studied using consensual qualitative research. In culturally responsive supervision, all supervisees felt supported for exploring cultural issues, which positively affected the supervisee, the supervision relationship, and client outcomes. In culturally unresponsive supervision, cultural issues were ignored, actively discounted, or dismissed by supervisors, which negatively affected the supervisee, the relationship, and/or client outcomes. European American supervisees' and supervisees' of color experiences diverged significantly, with supervisees of color experiencing unresponsiveness more frequently and with more negative effects than European American supervisees. Implications for research and supervision practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Union and management trainees: A comparative study of personality and occupational choice.

How is personality related to occupational entry? 40 management and 40 union trainees were compared. "The Sims SCI Occupational Rating Scale, the Allport-Vernon-Lindzey Study of Values, the California Psychological Inventory, and a custom-built, trait-centered Biographical Inventory were employed and 15 hypotheses were formulated." Differences between and within groups were found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lay mental health counseling: The effects of lay group counseling.

8 therapeutic groups of 10 hospitalized mental patients each were seen twice a wk. for a total of 24 sessions by 5 trained lay hospital personnel. 70 patients served as controls. The lay personnel, primarily attendants, had been trained by an approach integrating the didactic approach which emphasizes the shaping of therapist behavior with the experiential approach which focuses upon therapist development and "growth." Heavy training emphasis was placed upon research scales assessing process variables, which had been predictive of positive patient outcome, rather than any particular theoretical orientation. At the end of the 3-mo period, significant improvement was noted in the ward behavior of the treatment group when compared to the control group. (19 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of a method of self-supervision for counselor trainees.

The authors tested the application of self-regulation and goal theory to self-supervision using a replicated, randomized multiple baseline (MBL) design. Specifically, 4 female novice counselor trainees were randomly assigned to 1 of 3 MBL conditions (self-supervision targeting the use of metaphor first and then empathy, self-supervision targeting empathy and then metaphor, or an attention placebo control) to test the effects of self-supervision on trainees' use of empathy and metaphor across counseling sessions. Although trainees significantly increased their use of metaphor after receiving self-supervision training, no significant effects were found for self-supervision targeting empathy. Tentative conclusions include that self-supervision appears viable with some limitations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The process of becoming a supervisor for students in a doctoral supervision training course.

This qualitative, longitudinal study explored the experiences of 6 counseling psychology doctoral students engaged in an 8-month supervision training course. In-depth, tape-recorded face-to-face interviews were conducted at the beginning, middle, and end of the course to assess how these supervisors-in-training experienced the process of becoming clinical supervisors. Themes that were common to participants were identified through phenomenological data analysis and described for each of the 3 interview sets. The perceived importance of participants’ relationships with the supervisees and their senior supervisor throughout the course, as well as the common themes, are discussed in terms of implications for supervisor training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)